Abstract
School administrators have often cited that beginning teachers graduating from the Institution of Higher Learning do not have the effective communication skills, higher order thinking skills, able to solve real-life problems and appreciate the art of teaching as comprehensive as those trained in teacher training colleges. In this paper, I will be looking at the generation, dissemination and communication of teaching knowledge in a university-school collaboration in a program known as School Based Teaching program (SBT) as a fulcrum in enhancing the scholarship teaching. I have conducted a case-based (Wilson, Shulman, & Richert,1987) study on the change in teaching knowledge of TESL (Teaching of English as A Second Language) undergraduates who had undergone three months School Based Teaching program (SBT). In the selected case study conducted on my TESL undergraduates, the professional growth of knowledge, teaching practice, attitudes, confidence, teamwork, and collegiality confirm to the need in equipping them with required macro and soft skills. Qualitative analyses revealed the presence of 19 themes: Caring; Communication; Creative; Fairness; Flexible; Friendly; Knowledgeable; Manages Classroom; Involving; Motivating; Organized; Passion for Teaching; Patience; Builds Relationships; Shows others respect; Challenges; Teaches Well; Good Personality; and Understanding. In addition, I will discuss the pedagogical issues arising from enacting change in scholarship of teaching beyond the ivory tower (i.e. Universities, via School Based Teaching program (SBT)).